[50] Pausan. iii. 11. 2. βίδεος [bideos], Böckh, 1241, 1242; βίδυος [bidyos], 1254.
[59] Plut. _Lukourgos_, 18; Cicero, _Tusc. Disp._ v. 27.
[61] Pindar, _Frag. Hyporch._ 8 Λάκαινα παρθένων ἀγέλα [Lakaina parthenôn agela].
[65] Whence they were called φαινομήριδες [phainomêrides]. This chiton may be seen in the conventional statues of Artemis.
[68] _Lusistrata_, l. 80 onwards. In the play Lampito is married. Aristophanes has either made a mistake or the gymnastics are meant to be in the past only.
[69] The ὄρμος [ormos] dance. Compare the dance at the end of the _Lusistrata_, where “man stands by woman, and woman by man.”
[79] Additional revenues for the same objects were derived from the taxes paid by Perioikoi and serfs (Athen. 143 a, b).
[83] Strabo, x. 4. 483 (on authority of Ephoros), and Herakleides Pont. iii. (who provide most of the details about Crete).
[86] Sosikrates (in Athen. 261 e), speaking of Phaistos.
[88] ἐκδύσια [ekdysia], Antoninus Liberalis, 18.
[89] Mahaffy, p. 81; Grasberger, iii. 61.
[94] Sphaerus _ap._ Athen. 141 c, d.; and Molpis, _ibid._
[95] Polemon _ap._ Athen. 56 a, and 138-139.
[96] Cp. the crèche temples in Plato’s _Laws_, 794 A.
[97] Demetrius of Scepsis (_ap._ Athen. 141 e).
ATHENS AND THE REST OF HELLAS: GENERAL INTRODUCTION
Laconia and Crete were mainly agricultural countries that had little concern with trade or manufactures. Their citizens comprised a landed aristocracy, supported by estates which were cultivated for them by a subject population; there was no necessity, therefore, for them to prepare their boys for any profession or trade, or even to instruct them in the principles of agriculture. The young Spartan or Cretan no more needed professional or technical instruction of any sort than the richer absentee Irish landlords of the present day. He could give the whole of his school-time, without any sacrifice of his financial prospects, to the training of his body and of his character.
But the rest of Hellas was for the most part the scene of busy manufactures and extensive trade. It would be natural to expect that great commercial peoples, like the Athenians or the Ionians of Asia Minor, would have set great store by the commercial elements of education, and to assume that business methods and utilitarian branches of study would have occupied a large place in their schools. But this was very far from being the case. To a Hellene education meant the training of character and taste, and the symmetrical development of body, mind, and imagination. He would not have included under so honourable a name either any course of instruction in which the pupils mastered their future trade or profession, or any accumulation of knowledge undertaken with the object of making money. Consequently technical training of all sorts was excluded from Hellenic schools and passed over in silence by Hellenic educationalists. Information concerning it must be pieced together from stray facts and casual allusions, and the whole idea of “utilitarian” instruction, in the modern sense of the word, must be carefully put aside during any consideration of Hellenic schools.